The CooperaTion of SCienCe TeaCherS: Some releVanT iSSueS

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The CooperaTion of SCienCe TeaCherS: Some releVanT iSSueS

Journal Title: Problems of Education in the 21st Century - Year 2009, Vol 18, Issue 12

Abstract

Nowadays a large discussion is open on the teaching/learning quality issue. It is clear that “learning is a process of construction in which the students themselves have to be the primary actors” (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that “learning is a process of knowledge construction, not of knowledge recording or absorption” and “learning is knowledge-dependent; people use current knowledge to construct new knowledge” (Anthony, 1996). Having in mind this it is important to promote the active cooperation of science teachers in teaching process. Collaboration and cooperation (there are some important differences between these two terms and we prefer to use the second one) of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Cooperation of science teachers is possibly at all stages of educational process. For example, such cooperation is very effective by preparation of joint teaching/learning programs (curriculum) and concrete plans of activity. Cooperation depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on “key” concepts (Eisenhart, Finkel, & Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).� Finally, I want to point out that cooperation (collaboration) among science teachers undoubtedly raises efficiency of teaching/learning process. It is a first step to the constructive, integrated process of science teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. Teachers` cooperation (collaboration) in schools breaks the isolation of the classrooms. Cooperation is an important vehicle through which teachers can plan and carry out an array of services for students. One of the most promising benefits of teachers` cooperation is the increased opportunity it gives teachers to interact with one another regarding different teaching and learning issues. Specifically, teachers who cooperate are more likely to discuss with their colleagues areas of the curriculum they have difficulty teaching. The some more statements on cooperation among science teachers can be mentioned: cooperation has a direct impact on students; cooperation is becoming an essential ingredient in successful schools; cooperation is based on belief in the value of shared decision making, trust, and respect among participants; teachers cooperate only when they share a goal; teachers must make a personal choice to work cooperatively; cooperation is voluntary, not administratively mandated; each teacher participating in a cooperative effort contributes some type of resource; cooperation can only occur when it is associated with some program or activity that is based on the shared goals of the individuals involved etc. Cooperation with colleagues is helpful way for improvement of professional knowledge of science teachers. So, the need for cooperation is evident in the science education arena in both formal and non-formal situations.

Authors and Affiliations

Vincentas Lamanauskas

Keywords

cooperation science education

EP ID EP34771
DOI -
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